THE EFFECT OF CORRELATED AND INTEGRATED

CURRICULUM

IN KURIKULUM-2013

(Preparing Students for 21st century)

Writers :

Vidy Binsar Ferdianto, (DIT. PSMA, Kemdikbud)

vidy.ferdianto1901@gmail.com

Mursid Triasmanto, (PDSPK, Kemdikbud)

mursidtriasmanto16@gmail.com

PROGRAM STUDI PENGEMBANGAN KURIKULUM

SEKOLAH PASCASARJANA

UNIVERSITAS PENDIDIKAN INDONESIA

2017

i

Table of Contents

Table of Contents .................................................................................................... i

Chapter I. Foreword ............................................................................................ 1

1.1. Rational..................................................................................................... 1

1.2. Formulation of the Problem...................................................................... 1

1.3. Objective................................................................................................... 2

Chapter II. Theoritical Review ............................................................................ 3

2.1. Correlated Curriculum .............................................................................. 3

2.2. Integrated Curriculum .............................................................................. 5

Chapter III. Analysis and Discussion .................................................................. 9

Chapter IV. Conclusion and Recommendation ................................................. 18

4.1. Conclusion .............................................................................................. 18

4.2. Recommendation .................................................................................... 18

Bibliography ...................................................................................................... 20

1

Chapter I. Foreword

1.1. Rational

The purpose of education at school is basically for preparing the learners to be able

to solve various phenomenon and their own problem in the society. It is, therefore,

the learning process at school needs to be similarly adjusted with the characteristics

of the environment where the learners live. To make the learners able to contribute

to the society, both globally and locally, each human resource is expected to have

21st-century competency. Based on the discussion above, experts agree that school

curriculum is not designed on a separate learning subject, but the integration of a

number of subjects.

The unification of sole curriculum materials in form of correlation and integration

learning subject is an effort to enrich learners' horizon and to equip them with

holistic skill. The curriculum organization becomes an important study in the

purpose to facilitate students in learning the lesson materials and absorb the learning

outcomes, so the achievement of educational goals can effectively be achieved.

Correlated curriculum dan integrated curriculum can be seen as the development

and modification of traditional separated curriculum, and it is considered

facilitating the learners in learning the learning materials and making the connection

to the actual problem in the society. The borders between each discipline which

become the weaknesses of the separated subject curriculum are minimalized, but

the disciplines correlation and integration have their strengths and weaknesses

depending on the characteristics of the curriculum.

The writing of this paper examined on how integrated and correlated curriculum

give impact on Kurikulum 2013 to achieve 21st-century competency. This paper

used literature study about integrated and correlated curriculum, 21st-century

competence, and supporting documents about Kurikulum 2013.

1.2. Formulation of the Problem

Here is the formulation of the problem to be studied further in the paper:

2

1. How characteristic correlated and integrated curriculum vitae?

2. What are the advantages and disadvantages correlated and integrated

curriculum vitae?

3. How is the relationship between the correlated curriculum and integrated

curriculum with Curriculum 2013?

4. How does the curriculum in 2013 towards the attainment of the 21st Century?

1.3. Objective

The general objective of this paper is to provide an understanding of the correlated

curriculum and integrated curriculum.

While the specific objectives of this paper are to:

1. Knowing the characteristics correlated and integrated curriculum vitae.

2. Knowing the advantages and disadvantages correlated and integrated

curriculum vitae.

3. Knowing the relationship between curriculum and integrated correlated with the

curriculum vitae, 2013.

4. Knowing the influence of the curriculum in 2013 towards the attainment of the

21st Century.

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Chapter II. Theoritical Review

2.1. Correlated Curriculum

Correlated which means correlation, is the existence of the relationship between

one with the other. The concept of curriculum correlation was first introduced by

Johann Herbart (1776-1841), a German philosopher known for his contribution to

moral development in education and in the creation of teaching methodologies

designed to build highly structured teaching methods (Ornstein & Hunkins, 2017,

p. 82). In terms of organizing learning, Herbart's concept of correlation affects

education in the United States in the 1940-1950s. According to Herbart's correlation

doctrine, each lesson should be taught in such a way as to relate to other lessons.

Learner knowledge will be born as an integrated system of ideas, whereby all

previous experiences are linked to new ideas to be learned.

Herbart (Ornstein & Hunkins, 2017, p. 83) also develops pedagogical principles

that further evolve into five steps of Herbartians learning method: (1) preparation,

teachers stimulate learners' readiness by referring to previously learned material to

learn new materials; (2) presentation, where the teacher presents new lessons to the

students; (3) association, where a new lesson is intentionally linked to the idea or

material that the previous student learned; (4) systemization, which involves the use

of examples to describe principles or generalizations that students must master; and

(5) application, which involves testing new ideas or new subject matter to

determine whether students have understood and mastered them.

The concept of correlated curriculum similar to Herbart is also presented by

Sukmadinata (2016, p. 84) which says that the correlated curriculum is the

organizational pattern of matter or concepts learned in a lesson correlated with other

lessons. Meanwhile, Dakir (2010, p. 44) says that the correlated form is the

organizing of the curriculum in reaction to dissatisfaction with the form of separated

subjects. The organization of correlated curriculum according to Dakir is done by

combining or correlating two or more subjects whose subject/sub subject has the

same purpose of discussion or problem. Interrelationships between subjects/sub-

topics of a field of study may be undertaken in the field of similar studies, such as

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correlations in the field of IPA (biology, physics, chemistry) or IPS (economics,

history, sociology, geography), or in a field of study that is not similar by using a

liaison topic, eg Borobudur Temple as a topic of discussion in Science, Social

Studies, Citizenship Education and so forth (Dakir, 2010, p. 45).

Meanwhile, according to Nasution (1986, pp. 151) correlation can be done:

a) if two subjects have an incidental relationship, that is, if there is an association

with other subjects, for example in Geography subjects can be associated with

the discussion of History.

b) If there is a closer relationship, especially if a particular subject matter is

addressed in various subjects. If there are similarities in the subject then even if

each subject is given in isolation but contributes to the subject matter.

c) Can also some subjects be united, diffused by eliminating their respective

boundaries into a field of study, eg Social Science (IPS) consists of History,

Economics, Sociology, Anthropology, and Geography.

Similar to previous opinions, Sanjaya (2015) argues that in correlating material or

content the curriculum may be conducted with several approaches, including: (a)

structural approaches, where subject studies are examined from several similar

subjects; (b) functional approach, based on meaningful problem assessments in

everyday life, and (c) regional approach, subject matter is determined by location.

Hamalik (2009) further distinguishes the types of correlations that are intended to

facilitate students' understanding into two patterns, namely: (1) informal

correlation, a teacher asks another teacher from another subject to correlate lessons

to be provided with material given by the first teacher; and (2) formal correlation,

some teachers jointly plan to correlate the subject, beginning with the determination

of a topic/problem, then each can contribute to the discussion of the topic. The

characteristics of correlated curriculum according to Hamalik (2009, p. 157) are:

a) Various subjects are correlated with each other.

b) There is an effort to adjust the lesson with the problems of everyday life,

although the goal is still limited mastery of knowledge.

c) There is an effort to adjust the lesson to the students' interests and abilities,

although the service to individual differences is still very limited.

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d) Method of delivery using correlation method.

e) Student activity is developed although the teacher still has an active role.

Zais (1976, p. 406) says the essence of broad fields design is an attempt to eliminate

fragmentation or separation of curriculum materials by combining two or more

subjects into one study field. Sanjaya (2015, p. 66) further argues that subjects in

correlated curriculum are not presented separately, but subjects with similarity or

similarity are grouped into a field of study (broad fields), eg Geography, History,

and Economics are grouped into IPS or Biology, Chemistry, and Physics are

grouped into IPA. Broad fields can be regarded as a modification of the traditional

subject curriculum, to bring the subjects together to have interrelated ideas (McNeil,

2006, p. 157).

2.2. Integrated Curriculum

Human resources nowadays are demanded to have the ability to apply various

disciplines to solve challenges in everyday life. It, then, becomes the main reason

of the implementation of integrated curriculum in schools. Schools, ideally, are the

places to prepare the learners to face the 21-century challenges in their both daily

life and workplace (Lake, 1994). The development of integrated curriculum,

therefore, should be based on the needs of relevant and concrete curriculum to

create a meaningful learning experience for the learners (Ansyar, 2015). Relevant

means the learning material given to the learners are appropriate with the needs or

the current situation of their social environment. Concrete means the learners

understand the function and the purpose of the learning material given as its

authenticity can be applied in the society.

The concrete and relevant curriculum can be accomplished if there is a connection

between what is learned a real life of the learners. In connecting the problems that

occur in learners' life, the border between each subject at school needs to be

eliminated and each school subject can be integrated with one and another

(McNeill, 2006; Taba, 1962). Drake and Burns (2004) stated that basic concept of

integrated curriculum is the process of making the connection. The connection here

is the connection between disciplines or learning subjects at school, the connection

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with the real world, and also the connection between skills and conceptual

knowledge. The three connections are further discussed through three approaches

of an integrated curriculum, namely, multidisciplinary approach, interdisciplinary

approach, dan transdisciplinary approach. (Drake & Burns, 2004).

Table 1. Comparison of three integrated curriculum approaches according to

Drake and Burns (2004, p17)

According to the table above, the basic of multidiscipline approach is based on a

theme. This approach, every discipline (learning subjects at school) are linked due

to the same theme but each discipline has different learning product at the end.

Therefore, the standard or the competency of each discipline should be classified

as a theme or topic or an issue which is learned by the learners (Drake & Burns,

2004; Rusman, 2017). Integration can be implemented in four ways. The first is

intradicipline, such as an integration of input, memory, and language output in

learning English to escalate English skills (Zhang & Wu, 2013). The second is the

integration between skills, conceptual knowledge, and attitude (fusion). The

example of the second integration is the use of technology in a learning process to

study a learning subject (Drake M. S., 2013). Next is the integration of various

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actions, such as service learning and learning center. In Kurikulum 2013, the

learning corners that the teachers provided in their classrooms are the example of

this integration. Lastly is a thematic approach or theme based unit. The first and the

second approaches have a number of similarities which are focused on the

integration between skills and conceptual knowledge of each discipline. The skills

and conceptual knowledge of each discipline that is integrated into a specific theme

(Drake & Burns, 2004). Both can be done by doing study project that integrates two

or more disciplines in the process of the project making. The distinctive difference

between the two approaches is the context and the purpose of the learning process.

In transdicipline approach, the project has to start from a problem or an issue that

really occur in their daily life and also able to draw learners' interest. A question of

a study case might be a good stimulus of the transdisciplinary approach to help the

learners finding the solution by integrating their knowledge and skills which they

have learned in each discipline (Lake, 1994; Drake and Burn, 2004). In Inter-

discipline approach, in contrast, the purpose of the project is the application of

knowledge and skills based on the teacher's questions or task. As a result, the two

approaches have a different starting point.

The integrated curriculum can be described in another design. Soetopo and

Soemanto (Idi, 2014) present three designs of the integrated curriculum such as the

child-centered curriculum, the social functions curriculum, and the experienced

curriculum. Another curriculum design is described by Oliva (2013). She presents

another part of the integrated curriculum, core curriculum. Lounsbury and Vars (as

cited in Oliva, 2013) defines core curriculum as "a form of curriculum organization,

usually operating, within an extended block of time in the daily schedule, in which

learning experience is focused directly on problems of significance to students."

Rusman (2011) stated that core curriculum is not only using various disciplines in

finding the problem solving, which is the characteristic of an integrated curriculum

but also using various aspects of learner's environment. It is also mentioned that

core curriculum, as matter as integrated curriculum, should be developed between

teachers and learners.

The characteristic of integrated curriculum is already discussed by several experts.

The main characteristics of an integrated curriculum are the centralization of the

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learning experience in the form of problem-solving which occurs in the learners'real

life in a thematic way (Idi, 2014; Rusman, 2011; Sukmadinata, 2016; Lake, 1994).

Below is the supporting characteristics of the integrated curriculum:

• Accentuate on the process of learning activity which involve the content and

the process from one or more social knowledge or attitude that have a

correlation with the chosen theme (Idi, 2014; Sukmadinata, 2016).

• Sharpen problem-solving skills that are reliable with the current condition by

analyzing the facts that happen. (Sukmadinata, 2016; Rusman, 2011).

Based on the rationale above, integrated curriculum is possible, to begin with, a

problem that the learners have to solve. As a conclusion, transdicipline can precisely

be the approach to equip the learners in solving real-life problems in their daily life

and to face the challenges in workplaces.

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Chapter III. Analysis and Discussion

The Correlated curriculum emphasizes the interrelationship of one subject with

other subjects but tends to remain attentive to the characteristics of each subject.

According to its characteristics, through the correlation, it is expected that the

students' knowledge can be more unified, inseparable, and able to relate the

previous learning experience to the topic to be studied. The emphasis of learning in

correlations prioritizes the interconnection of one’s knowledge with other

knowledge of a fact that enables the use of functional knowledge for the student.

Correlation allows information about a subject to be obtained separately in different

subjects at different times, or it may be a subject at the same time highlighted only

by one field of study but has incorporated several subjects in it so as to provide a

mutual learning experience related and intact.

The depth of the subject matter (material) usually becomes one of the limitations of

the correlated curriculum. Correlations formed in a field of study such as IPS, for

example, tend to emphasize one of several studies in it, disproportionate, the

tendency of one subject's emphasis is influenced by the specialization of the

teacher's education in the field of study compared to the substance of the IPS itself.

In the form of correlation, of course, the depth is not a priority. The interrelationship

between similar subjects within a field of study takes precedence. Communication

and teacher collaboration in the correlated curriculum is needed to build correlation

in organizing curriculum materials. Establishment of teacher cooperation forum or

team teaching is also needed as the effort to guarantee correlation and support of

each subject to discussion of a topic. Problems that tend to arise related to the

effectiveness of a correlated model are usually unavailable times, where the teacher

does not have sufficient time for discussion and collaboration to organize the

material to be correlated. Another problem that can arise is from the educational

system used, for example in the primary school where the class is managed by a

classroom teacher, then the expected correlation will rely heavily on the teacher's

ability.

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The correlated curriculum designer basically does not want to create a broad field

form but there are times when it is necessary to connect between subjects to avoid

fragmentation of curriculum materials. Correlation form is a mid form between

separated subjects and integrated curriculum, which attempts to connect subjects to

one another while retaining its identity (Ornstein, 2013). The complexity of social

phenomena and the problems that exist in community life provide the basis for

curriculum developers in schools so they should not be based on separated subjects,

but rather emphasize combining a number of subjects that share the same traits to

be a field of study (broad field), also known as the interdisciplinary approach

(Hamalik, 2009).

Correlation in curriculum design tends to be synonymous with articulation that

refers to the vertical and horizontal relevance of various aspects of the curriculum

(Ornstein & Hunkins, 2017, p. 187). Vertical tends to lead to the order of content

from one level to another, where correlations are built with regard to the material,

perquisite, or prior knowledge that the student has. For example, a teacher may

design algebraic material so as to link algebraic concepts with in geometry-related

material in math lessons. Such correlation ensures that students receive the

necessary preparation for further learning. Horizontal articulation (sometimes

called correlation) refers to the relationship between related elements, such as when

the curriculum designer develops the relationship between Social Studies in the

eighth grade and English lessons in the eighth grade.

The implementation of integrated curriculum is different from the implementation

of the conventional learning process. Each learning subject or discipline is taught

separately since the planning up to the assessment. Integrated curriculum, on the

other hand, portfolio, project, written report are the examples of the learning process

and the assessment process in which involving the integration of two or more

disciplines (Brauer & Ferguson, 2014; Lake, 1994). The implementation of

integrated curriculum, therefore, relatively needs longer time in planning the project

as it involves teachers across disciplined and learners in deciding the project plan

until the assessment rubric (Brauer & Ferguson, 2014; Fraser, 2000)

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Another challenge in implementing this curriculum also lays in the variety of the

teachers' competency. For both freshman teachers and experienced teachers who

are accustomed to the conventional approach, the Integrated curriculum can be a

great challenge. A new teacher with less experience, for example, will need more

strategy and knowledge on how to plan the learning activity that precisely targets

on the purpose of an integrated curriculum. For the conventionally experienced

teachers, as another example will need more practice on how to shift their paradigm

which teachers are not the center of the learning process, but the learners. Moreover,

it needs inquiry and planning process together with other teachers and with the

learners as well (Fraser, 2000). Another issue also occurs when the teachers ware

taking their education. They specifically focus on their discipline. The graduates of

chemistry, as an example, only studied chemistry in the university and not biology

or physics but they have to teach science where the three intradiciplines are

integrated. Some teachers may not have sufficient comprehension in some

disciplines that are needed to guide the learners to understand the required

knowledge. According to Mason (1996), if a teacher has a limit on the knowledge

and skill related to a certain discipline, then it will directly affect towards his

capability in integrating the intended disciplines. However, the implementation of

integrated curriculum is a challenge that should be faced by a new teacher or even

an experienced teacher.

Although there are plenty of challenges faced by the teachers, there are numbers of

advantages that the learners can obtain. If an integrated curriculum is properly

executed, it will help the learners to explore their creativity so the learning process

in the classroom will be interesting. The long-term advantage is the learners will be

prepared in facing the challenges in the workplace and dealing with the real-life

problem (Fraser 2000, Lake 1994). Another benefit of the implementation of

integrated curriculum is accommodating the working system of the human brain

which it helps the learners to understand the concept and master certain skills since

they learn things in a context and connected one and another (Caine and Caine,

1991 in Lake 1994). In contrast, our brain will need more time to process

information if each discipline is taught separately.

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A number of studies have been examined to measure the success of integrated

curriculum. A case study by Kim, Andrews dan Carr (2004), for instance, presents

the comparison of learning result between integrated curriculum and conventional

curriculum in a public university. The result is the students who join learning

process that implements the integrated curriculum with standard basis have higher

professional preparation in all standard (13 standards) and in all competency areas

compared to the students who are thought with the conventional curriculum.

Integrated and Correlated Curriculum in Kurikulum 2013 for Getting

Competencies 21 First Century

Kurikulum 2013 is designed to strengthen student competencies in terms of

knowledge, skills, and attitudes intact. Achievement of competence pursued

through learning where a number of subjects assembled as a unity that mutually

supports the achievement of these competencies. At the level of SD/MI, the nuance

of integrated is felt more because all subjects are designed into one and presented

in the form of themes, while in SMP/MTs learning has begun to be organized

separately into subjects but correlated curriculum approach can still be seen.

Separation is not fully done in SMP/MTs, for example in materials from disciplines

such as Physics, Chemistry, Biology, and Earth and Space Science are still

presented as a unity in the field of Natural Science (IPA) studies. This is intended

as a transitional form towards secondary education but still strives to provide full

insight for SMP/MTs students about the basic principles governing the universe and

its contents. The field of biological science tends to be used as a basis for discussion

to correlate the topic of discussion with other fields of science. Living things are

used as connecting objects to explain basic principles that govern nature such as

natural objects and their interactions, energy and balance, and so on. In accordance

with the concept of Curriculum 2013, science learning is conducted in an integrated

and intact manner so that students are skilled in presenting their knowledge, and

acting as a creature who is grateful for the grace of the universe through responsible

utilization (Ministry of Education and Culture, 2016). The correlation was seen in

the preliminary activities guide in the Kurikulum 2013 teacher books, that before

13

the presentation of new learning is always preceded by the disclosure of previous

student learning experience, linking what students already have with new material

to be studied in accordance with the concept of preparation in the method of

learning correlations conveyed by Herbart (in Ornstein & Hunkins, 2017, p. 83).

Integrated curriculum impacts Kurikulum 2013, especially at primary school level.

It can be seen in Permendikbud Nomor 22 tahun 2016 about Standar Proses

Pendidikan Dasar dan Menengah In part II about learning characteristics, it is

mentioned that "Pembelajaran tematik terpadu di SD/MI/SDLB/Paket A

disesuaikan dengan tingkat perkembangan peserta didik". The explanation about

unified thematic learning can be found in Rusman (2015) as unified thematic

learning is learning that is packaged in the form of themes based on the content of

several subjects that are integrated or integrated. The concept of unified thematic

learning, as Rusman (2015) stated, has strong relationships with the concept of

integrated curriculum. The basic concept of integrated curriculum is integrating two

or more disciplines into a topic, theme, or issue so the separation between each

discipline becomes limitless. In unified thematic learning, it is not stated anymore

about learning subject or discipline but the theme that will be discussed during the

learning process.

The impact of integrated curriculum is dominant in Kurikulum 2013 document in

form of teacher's book and student's book. The two books are developed with the

supervision of the Education and Culture Ministry. In those books, there is no

learning activity in form of separated disciplines but in form of theme (except for

Mathematics and PJOK for 5th and 6th grader). Specifically, in teacher's book, it is

shown core competency that will be achieved in the certain level and basic

competence. Each basic competence, next, is classified into subtheme which is the

description of a certain theme. Each subtheme, then, is broke down into learning

unit. The diagram below shows as an example.

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Tema 1 - Udara Bersih bagi Kesehatan

Subtema 1 - Cara Tubuh Mengolah

Udara Bersih

Subtema 2 -Pentingnya Udara

Bersih Bagi Pernapasan

Subtema 3 -Memelihara

Kesehatan Organ Pernapasan

Manusia

Subtema 4 -Kegiatan Berbasis

Proyek dan Literasi

Subtema

1

15

The three examples above are taken from theme 2 of grade 5 first semester theme.

In diagram 1.1, it can be seen that clean air theme for human's health has four

subthemes. Each subtheme has basic competence that based on core competence

which will be attained (see diagram 1.2). Core competence and basic competence

are base on Permendikbud Nomor 24 tahun 2016 Lampiran 01 tentang Kompetensi

Inti dan Kompetensi Dasar. Those subthemes, then, are broke down into learning

unit. In diagram 1.3, basic competence that is intended to be achieved in learning

unit 1 is a part of basic competence that is stated in the subtheme. If we refer to the

terms and condition in teacher's book, then in every semester, there are 5 themes.

Each theme has three subthemes. Each subtheme has 6 learning units. each learning

unit is expected to be completed in one day. To finish three subthemes is, therefore,

three weeks.

The integrated curriculum is visible when the teachers carry out learning unit in

order to achieve mapped basic competence that has been mapped. There is no "title"

of learning subject, for instance, science or language arts, but series of activities

which give students learning experience for them to achieve intended basic

Pembelajaran 1

16

competencies. It can be seen from the learning steps which are attached in teacher's

book. The title or the name of the learning subject is not mentioned in the book, but

the activities that the students can do such as, reading, writing, giving an opinion,

and other activities that are planned by the teacher. In order to achieve the

integration between learning subjects and the intended basic competence, a precise

assessment method is required. In teacher's book, each learning unit is equipped

with the scoring rubric that can be used to give feedback to the learners after the

learners demonstrate or perform the basic competence. Other than scoring rubric,

there is project and literation task in the fourth week or when the last subtheme of

each theme is completed. The activity of the fourth subtheme is designed for the

learners to apply their ideas and knowledge from the first to the third subtheme into

an integrated project. It is then in accordance with the concept of integrated

curriculum, which the learners have to integrate various basic competence from

different disciplines to complete the project designed by the teacher. From the

curriculum mapping process to specific themes, student-centered learning process,

and assessment method used in Kurikulum 2013, it can be concluded that integrated

curriculum gives great influence to Kurikulum 2013, especially for primary school

level.

One fundamental question of this study, "Does integrated curriculum in Kurikulum

2013 able to generate the 21st-century competence?" to answer the question, deeper

understanding related to the 21st-century competence is required. There are three

categories of 21st-century competence, namely, life and career skills, learning and

innovation skills, information, media, and technology skills with core subject 3R

(reading, writing, and arithmetic). In learning and innovation skills, there are 4 areas

of competency, such as creativity and innovation, critical thinking and problem

solving, communication, and collaboration. Those areas are explicitly seen as one

of Graduation Standard Competence in Permendikbud Nomor 20 tahun 2016

tentang Standar Kompetensi Lulusan. At skill aspects, it is mentioned that learners

have the thinking skills and ability to be creatively productive, critical, independent,

collaborative, and communicative. Based on the purpose, Kurikulum 2013 leads to

the achievement of 21st-century competency. Next, is learning the process of

Kurikulum 2013. It is more likely to use the scientific approach with the basic of

17

discovery/inquiry learning. The Scientific approach, strengthen through

discovery/inquiry learning, can generate learners with 21st-century competency.

Life and career skill will be shaped when the learners interact in group works where

dynamics in group work will shape social personality and leadership and also

decision making attitude. Learning and innovation skills can be generated through

learning activity, particularly, discussion, group work, project and other tasks given

by the teacher. Information, media and technical skill are needed for the learners to

do various learning activity, like finding reliable resources and presenting an

opinion. The three categories are covered in the core subject, which is reading,

writing, and counting where the content is the integration of disciplines.

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Chapter IV. Conclusion and Recommendation

4.1. Conclusion

The complexity of the problems faced by young people in society and the need for

human resources capable of applying a range of disciplines to solve problems that

arise in everyday life is one of the basic outbreak of thinking in the development of

models correlated and integrated curriculum, as well as the basic reaction of the

parties, are not satisfied with the curriculum subjects (subject curriculum) which

tend to be rigid at the boundaries of disciplines.

The link in the correlated and integrated curriculum is a factor that into the concept

of discrimination, either in an attempt to connect with the student's interests, the

needs of society, technological innovation, and the demands of the world of work

or function relationship in how students can realize and apply their knowledge in

everyday life as part of the meaningful learning for students. Changes the view in

the learning process is now more emphasis on the development of each individual

student holistically with student-centered activities through a learning process that

makes it easy, meaningful, and attract students, not just focus on improving

students' intellect alone.

Correlated and Integrated Curriculum provides a unique color in 2013. Correlated

and integrated curriculum present on Curriculum 2013, in relation to the attainment

of the 21st Century Competencies 21st century, is one of the outcomes to be

achieved Indonesia through 2013. Involvement integrated curriculum vitae clearly

visible on basic education that uses integrated thematic learning. Elimination

subjects merged into themes is one of the main characteristics of the integrated

curriculum.

4.2. Recommendation

There are several recommendations submitted, among others:

1. Developers of curriculum and teachers as implementers require more

comprehensive preparation in order to implement integrated and correlated

curriculum in accordance with the objectives to be achieved.

19

2. Thematic learning should address the issues or issues that are developing around

the learner's environment by actively involving learners.

20

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